At a time when popular solutions to the educational plight of poor children of color are imposed from the outside-national standards, high-stakes tests, charismatic individual saviors-the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities. Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity. Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: 'Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.' We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years. Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools. From the Trade Paperback edition.

Argues that math and science literacy is essential for equality and citizenship, and suggests that the grassroots organizational techniques that sucessfully impacted Southern politics can be applied to math education.

One of the most influential leaders in the civil rights movement, Robert Parris Moses was essential in making Mississippi a central battleground state in the fight for voting rights. As a leader of the Student Nonviolent Coordinating Committee (SNCC), Moses presented himself as a mere facilitator of grassroots activism rather than a charismatic figure like Martin Luther King Jr. His self-effacing demeanor and his success, especially in steering the events that led to the volatile 1964 Freedom Summer and the formation of the Mississippi Freedom Democratic Party, paradoxically gave him a reputation of nearly heroic proportions. Examining the dilemmas of a leader who worked to cultivate local leadership, historian Laura Visser-Maessen explores the intellectual underpinnings of Moses's strategy, its achievements, and its struggles. This new biography recasts Moses as an effective, hands-on organizer, safeguarding his ideals while leading from behind the scenes. By returning Moses to his rightful place among the foremost leaders of the movement, Visser-Maessen testifies to Moses's revolutionary approach to grassroots leadership and the power of the individual in generating social change.

This in-depth look at the civil rights movement goes to the places where pioneers of the movement marched, sat-in at lunch counters, gathered in churches; where they spoke, taught, and organized; where they were arrested, where they lost their lives, and where they triumphed. Award-winning journalist Charles E. Cobb Jr., a former organizer and field secretary for SNCC (Student Nonviolent Coordinating Committee), knows the journey intimately. He guides us through Washington, D.C., Maryland, Virginia, North Carolina, South Carolina, Georgia, Alabama, Mississippi, and Tennessee, back to the real grassroots of the movement. He pays tribute not only to the men and women etched into our national memory but to local people whose seemingly small contributions made an impact. We go inside the organizations that framed the movement, travel on the "Freedom Rides" of 1961, and hear first-person accounts about the events that inspired Brown vs. Board of Education. An essential piece of American history, this is also a useful travel guide with maps, photographs, and sidebars of background history, newspaper coverage, and firsthand interviews.

Visiting Martin Luther King, Jr. at the peak of the civil rights movement, the journalist William Worthy almost sat on a loaded pistol. “Just for self-defense,” King assured him. One of King's advisors remembered the reverend's home as “an arsenal.” Like King, many nonviolent activists embraced their constitutional right to self-protection—yet this crucial dimension of the civil rights struggle has been long ignored. In This Nonviolent Stuff'll Get You Killed, civil rights scholar Charles E. Cobb, Jr. reveals how nonviolent activists and their allies kept the civil rights movement alive by bearing—and, when necessary, using—firearms. Whether patrolling their neighborhoods, garrisoning their homes, or firing back at attackers, these men and women were crucial to the movement's success, as were the weapons they carried. Drawing on his firsthand experiences in the Southern Freedom Movement and interviews with fellow participants, Cobb offers a controversial examination of the vital role guns have played in securing American liberties.

In 2005, famed civil rights leader and education activist Robert Moses invited one hundred prominent African American and Latino intellectuals and activists to meet to discuss a proposal for a campaign to guarantee a quality education for all children as a constitutional right—a movement that would “transform current approaches to educational inequity, all of which have failed miserably to yield results for our children.” The response was passionate, and the meeting launched a movement. This book—emerging directly from that effort—reports on what has happened since and calls for a new scale of organizing, legal initiatives, and public definitions of what a quality education is. Essays include · Robert Moses’s historically rooted call for citizens, especially young people, to make the demand for quality education · Ernesto Cortés’s view from decades of work organizing Latino communities in Texas · Charles Payne’s interview with students from the Baltimore Algebra Project, who organized to make historic demands on their district · Legal scholar Imani Perry’s nuanced analysis of the prospects of making a case for quality education as a right guaranteed by the Constitution · Perspectives from scholars Lisa Delpit and Joan T. Wynne, and by teachers Alicia Caroll and Kim Parker, who provide examples of what quality education is, describing its goal, and how to guide practice in the meantime

A collection of more than thirty articles shows teachers how to weave social justice principles throughout the math curriculum, and how to integrate social justice math into other curricular areas as well.

"This collection of original articles is the start of a compelling conversation among some of the leading figures in critical and social justice mathematics, a number of teachers and educators who have been inspired by them-and who have inspiring stories of their own to tell - and any reader interested in the intersection of education and social justice. An important read for every educator, this book shows how to teach mathematics so that all students are given the tools they need to confront issues of social justice today and in the years ahead"--page [4] of cover.

The Making of America: The Substance and Meaning of the Constitution. For many years in the United States there has been a gradual drifting away from the Founding Fathers original success formula. This has resulted in some of their most unique contributions for a free and prosperous society becoming lost or misunderstood. Therefore, there has been a need to review the history and development of the making of America in order to recapture the brilliant precepts which made Americans the first free people in modern times. The Making of America provides a wealth of material on the Founding Father's intentions when drafting the American Constitution. It is one of the most thorough compilations of statements by the Framers relating to constitutional interpretation. It addresses the Constitution clause by clause and provides resources on the Founder s intent of each clause. The National Center for Constitutional Studies, a nonprofit educational foundation, was created in order to revive and popularize those original American concepts in all of their initial brilliance and vitality. The very fact that many of them are becoming obscure and misunderstood simply emphasizes the urgency and importance of the task. The study for The Making of America actually extended over a period of more than forty years, but an organized effort to present this information in a published text has been a concerted endeavor of nearly fourteen years. It will be observed that many new insights are provided in the writings of the Founders for the solution of serious economic and political problems plaguing the world today. It is felt that a study of The Making of America can be of lasting value to all who have a serious concern for the general welfare of not only America but all mankind.

An education leader relates how his experiences with the civil rights movement led him to develop programs promoting educational success in science and technology for African Americans and others. When Freeman Hrabowski was twelve years old, a civil rights leader visited his Birmingham, Alabama, church and spoke about a children's march for civil rights and opportunity. That leader was the Reverend Martin Luther King Jr., and that march changed Hrabowski's life. Until then, Freeman was a kid who loved school and solving math problems. Although his family had always stressed the importance of education, he never expected that the world might change and that black and white students would one day study together. But hearing King speak changed everything for Hrabowski, who convinced his parents that he needed to answer King's call to stand up for equality. While participating in the famed Children's Crusade, he spent five terrifying nights in jail--during which Freeman became a leader for the younger kids, as he learned about the risk and sacrifice that it would take to fight for justice. Hrabowski went on to fuse his passion for education and for equality, as he made his life's work inspiring high academic achievement among students of all races in science and engineering. It also brought him from Birmingham to Baltimore, where he has been president of the University of Maryland, Baltimore County for more than two decades. While at UMBC, he co-founded the Meyerhoff Scholars Program, which has been one of the most successful programs for educating African Americans who go on to earn doctorates in the STEM disciplines. In Holding Fast to Dreams, Hrabowski recounts his journey as an educator, a university president, and a pioneer in developing successful, holistic programs for high-achieving students of all races.

Highly respected scholar Robert Teranishi draws on his vast research to present this timely and compelling examination of the experience of Asian Americans in higher education. Asians in the Ivory Tower explores why and how Asian Americans and Pacific Islanders (AAPIs) are important to our nation s higher education priorities and places the study of AAPI college participation within a broad set of conditions through which all students must navigate as they pursue higher education. Teranishi captures the intersections of individual agency, social conditions, and organizational structures as synergetic forces that result in a range of postsecondary outcomes for subpopulations within the larger body of AAPIs.

Emphasising essential methods and universal principles, this textbook provides everything students need to understand the basics of simulating materials behavior. All the key topics are covered from electronic structure methods to microstructural evolution, appendices provide crucial background material, and a wealth of practical resources are available online to complete the teaching package. Modeling is examined at a broad range of scales, from the atomic to the mesoscale, providing students with a solid foundation for future study and research. Detailed, accessible explanations of the fundamental equations underpinning materials modelling are presented, including a full chapter summarising essential mathematical background. Extensive appendices, including essential background on classical and quantum mechanics, electrostatics, statistical thermodynamics and linear elasticity, provide the background necessary to fully engage with the fundamentals of computational modelling. Exercises, worked examples, computer codes and discussions of practical implementations methods are all provided online giving students the hands-on experience they need.

“Highly accessible and enjoyable for readers who love and loathe math.” —Booklist A critical read for teachers and parents who want to improve children’s mathematics learning, What’s Math Got to Do with It? is “an inspiring resource” (Publishers Weekly). Featuring all the important advice and suggestions in the original edition of What’s Math Got to Do with It?, this revised edition is now updated with new research on the brain and mathematics that is revolutionizing scientists’ understanding of learning and potential. As always Jo Boaler presents research findings through practical ideas that can be used in classrooms and homes. The new What’s Math Got to Do with It? prepares teachers and parents for the Common Core, shares Boaler’s work on ways to teach mathematics for a “growth mindset,” and includes a range of advice to inspire teachers and parents to give their students the best mathematical experience possible.

"Andrew Hacker's 2012 New York Times op-ed questioning our current mathematics requirements instantly became one of the the paper's most widely circulated articles. Why, he wondered, do we inflict algebra, geometry, trigonometry, and even calculus on all young Americans, regardless of their interests or aptitudes? The Math Myth expands Hacker's scrutiny of many widely held assumptions, such as the notion that mathematics broadens our minds, that mastery of azimuths and asymptotes will be needed for most jobs, that the entire Common Core syllabus should be required of every student. He worries that a frenzied emphasis on STEM is diverting attention from other pursuits and subverting the spirit of the country. Though Hacker honors mathematics as a calling (he has been a professor of mathematics) and extols its glories and its goals, he shows how mandating it for everyone prevents other talents from being developed and acts as an irrational barrier to graduation and careers. He proposes alternatives, including teaching facility with figures, quantitative reasoning, and utilizing statistics. The Math Myth is sure to spark a heated and needed national conversation not just about mathematics but about the kind of people and society we want to be."--Publisher's Web site.

Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics? This book invites K–8 teachers to reflect on their own and their students’ multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices: Going deep with mathematics; leveraging multiple mathematical competencies; affirming mathematics learners’ identities; challenging spaces of marginality; and drawing on multiple resources of knowledge. Special features of the book: Classroom vignettes, lessons, and assessments showing equity-based practices Tools for teachers’ self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u Suggestions for partnering with parents and community organisations End-of-chapter discussion questions